In the past ten years, interest in developing an empirically-based technology for designing and organizing information has received renewed attention. An outgrowth of this interest has been the development of a comprehensive technique for designing and organizing instructional content called the Organized Content Technique (OCT). While used in several major training programs, OCT has not been tested to ascertain its utility for improving learning outcomes or saving training time. / This study sought to determine whether presenting content in an instructional sequence developed by OCT made any difference in learner achievement or in time on task when compared to presenting the learner with a prose rendition of the same content. / The study employed a factorial research design with randomization to equate experimental groups. Two categories of ability, high and low, and two instructional treatments having identical instructional designs except for content treatment were used. Content was developed using Organized Content Technique for one treatment and was presented in prose for the other treatment. / Forty-seven junior- and senior-level students enrolled at The University of West Florida in Pensacola, Florida, during the Fall of 1983, served as subjects (Ss) for the study. They were randomly assigned to treatments, yielding approximately 12 data points for each of the four cells. Since Ss were randomly assigned, the individual served as the unit for data analysis. Individual scores on a post-achievement test on learning and time on task served as the dependent variables. / The data analysis revealed the following facts that were significant at the .05 level of probability: (1) Ss receiving the OCT treatment had higher achievement levels than Ss receiving the prose treatment. (2) High-ability Ss had higher achievement scores irrespective of the treatment. (3) High-ability Ss receiving the OCT treatment spent less time on task than high-ability Ss receiving the prose treatment. (4) Low-ability Ss receiving the prose treatment spent less time on task than low-ability Ss receiving the OCT treatment. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2751. / Thesis (Educat.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75401 |
| Contributors | WRIGHT, ELIZABETH E., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 178 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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